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What graduate science education degrees does Á½ÐÔÉ«ÎçÒ¹ offer?

Master of Education (M.Ed.) in Curriculum & Instruction with a Science Education Concentration

Graduates with this advanced degree teach at the college and K-12 levels. Some have pursued doctoral degrees in education. Learn about the Curriculum & Instruction M.Ed.

Ph.D. in Curriculum & Instruction with a Science Education Concentration

Graduates with this degree have pursued professorial positions in university settings, returned to K-12 classrooms, taken science curriculum specialist positions, and more. Learn about the Curriculum & Instruction Ph.D.

What courses are offered?

Á½ÐÔÉ«ÎçÒ¹ offers science education courses that are relevant to classroom practice and grounded in educational theory. These courses are offered at both the master’s and doctoral level. Topics include Culture & Multiculturalism in Science Education, Nature of Science in Science Education, Issues and Trends in Elementary Science, Research Trends in Science Education, and Introduction to Environmental Education.

For descriptions of these courses, please see the . To look up class schedules by semester, please see the .

What kinds of experiences, knowledge and skills will I gain at Á½ÐÔÉ«ÎçÒ¹?

All of our graduate students can:

• Update your knowledge of and skills related to best practices in science teaching and learning
• Develop your science education leadership skills
• Join science education and curriculum & instruction professional organizations
• Present research at state, national and international conferences
• Work with successful science professional development programs
• Write and submit manuscripts to journals (for master’s students, practitioner journals such as Science Scope and Science Teacher; for doctoral students, research journals)

We also encourage doctoral students, specifically, to:

• Partner with science education faculty in an early research experience or in grant-writing
• Conduct pre-dissertation research
• Review conference proposals and manuscripts for science education associations
• Teach science education courses at the undergraduate level
• Supervise student teachers

What kinds of support can I expect?

Graduate Assistantships for graduate students (primarily at the doctoral level) are available on a competitive basis. Most Assistantships require 20 hours of work per week during the academic year. Work includes teaching undergraduate courses, supervising student teachers and other undergraduate students in field experiences, assisting in the administration and work of various centers and programs in C&I, and working with individual faculty. During the academic year, Graduate Assistants receive a nine-month stipend and waiver of all tuition and out-of-state course fees.

Please note that the School of TLC receives applications from many more qualified applicants than we are able to support with our limited resources. Because of this, you might not receive an assistantship even if you have been fully admitted to the graduate program and submit your assistantship application correctly and on time.

More about Graduate Assistantships

Other financial aid is available to qualified graduate students through the University Office of Scholarships and Financial Aid.

If you have questions about Á½ÐÔÉ«ÎçÒ¹'s Science Education programs, please email Dr. Lisa Borgerding: ldonnell@kent.edu.

Science Education Faculty

Dr. Lisa Borgerding is a Professor in the Department of Teaching, Learning and Curriculum Studies at Á½ÐÔÉ«ÎçÒ¹ University. She taught high school biology and K-8 informal science in Indiana before earning her doctorate in science education from Indiana University Bloomington. Her research interests center upon the teaching and learning of evolution, the nature of science, and how state standards support and constrain this teaching and learning.

Dr. Bridget Mulvey is an Associate Professor in the Department of Teaching, Learning and Curriculum Studies at Á½ÐÔÉ«ÎçÒ¹ University. She earned her master’s in geological sciences from Indiana University and then became a K-12 science teacher. She earned her doctorate in science education from the University of Virginia. Her research interests center on the nature of science (what science is like), science inquiry/practices, science teacher professional development, and technology in science teaching and learning.

Dr. Shannon Navy is an Associate Professor in the Department of Teaching, Learning and Curriculum Studies at Á½ÐÔÉ«ÎçÒ¹ University. She earned her master’s at the University of North Carolina at Charlotte and taught high school science in North Carolina. She earned her doctorate in science education from the University of Georgia and completed a post-doctorate at the University of Virginia. Her research interests focus on science teacher education, science teacher induction, and the quality of resources for science teaching.